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Allen, Jeff; Mattern, Krista – Educational Measurement: Issues and Practice, 2019
We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to…
Descriptors: High School Students, Academic Achievement, Secondary School Curriculum, Difficulty Level
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Camara, Wayne J.; Mattern, Krista; Croft, Michelle; Vispoel, Sara; Nichols, Paul – Educational Measurement: Issues and Practice, 2019
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…
Descriptors: College Entrance Examinations, Accountability, Scores, Academic Achievement
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Marion, Scott; Domaleski, Chris – Educational Measurement: Issues and Practice, 2019
This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college-admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using…
Descriptors: College Entrance Examinations, High School Students, Test Use, Validity
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Allen, Jeff; Mattern, Krista; Ndum, Edwin – Educational Measurement: Issues and Practice, 2019
We derived an index of high school academic rigor (HSAR) by optimizing the prediction of first-year college GPA (FYGPA) based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set and nominal parameterization of high school course outcomes, the HSAR index capitalizes on differential contributions…
Descriptors: High Schools, Difficulty Level, Prediction, Grade Point Average
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Mattern, Krista; Radunzel, Justine; Bertling, Maria; Ho, Andrew D. – Educational Measurement: Issues and Practice, 2018
The percentage of students retaking college admissions tests is rising. Researchers and college admissions offices currently use a variety of methods for summarizing these multiple scores. Testing organizations such as ACT and the College Board, interested in validity evidence like correlations with first-year grade point average (FYGPA), often…
Descriptors: College Admission, Scores, Correlation, College Entrance Examinations
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Mattern, Krista; Sanchez, Edgar; Ndum, Edwin – Educational Measurement: Issues and Practice, 2017
In the context of college admissions, the current study examined whether differential prediction of first-year grade point average (FYGPA) by gender could be explained by an omitted variable problem--namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking…
Descriptors: Females, Academic Achievement, Predictive Validity, Grade Point Average
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Clauser, Amanda L.; Wainer, Howard – Educational Measurement: Issues and Practice, 2016
It is widely accepted dogma that consequential decisions are better made with multiple measures, because using but a single one is thought more likely to be laden with biases and errors that can be better controlled with a wider source of evidence for making judgments. Unfortunately, advocates of using multiple measures too rarely provide detailed…
Descriptors: Tests, Examiners, College Entrance Examinations, Measurement
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Dorans, Neil J. – Educational Measurement: Issues and Practice, 2012
Views on testing--its purpose and uses and how its data are analyzed--are related to one's perspective on test takers. Test takers can be viewed as learners, examinees, or contestants. I briefly discuss the perspective of test takers as learners. I maintain that much of psychometrics views test takers as examinees. I discuss test takers as a…
Descriptors: Testing, Test Theory, Item Response Theory, Test Reliability
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Reckase, Mark D. – Educational Measurement: Issues and Practice, 1998
Considers what a responsible test developer would do to gain information to support the consequential basis of validity for a test early in the development. How the consequential basis of validity of the program would be monitored and reported during the life of the program is examined. The validity of the ACT Assessment is considered as if it…
Descriptors: Evaluation Methods, Program Evaluation, Test Construction, Validity
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Kessel, Cathy; Linn, Marcia C. – Educational Measurement: Issues and Practice, 1996
Studies of student performance on entrance examinations and in high school and college courses are reviewed, and the validity of entrance examinations is studied. Scores tend to underpredict grades of females relative to those of males in mathematics courses. Possible explanations and the reform of mathematics education are discussed. (SLD)
Descriptors: College Entrance Examinations, College Students, Grades (Scholastic), Higher Education